<rdf:RDF xmlns:rdf="http://www.w3.org/1999/02/22-rdf-syntax-ns#" xmlns:dcterms="http://purl.org/dc/terms/">
<rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1411">
    <dcterms:title><![CDATA[ABDULLAH BOSNAVİ’NİN “ŞERH-İ CEZİRE-İ MESNEVİ”SİNDE DİNLEME EĞİTİMİ]]></dcterms:title>
    <dcterms:abstract><![CDATA[Anahtar Kelimeler: Dinleme Eğitimi, Abdullah Bosnavi, Mevlana, Mesnevi Şerhi. ÖZET  Eseri üzerinde duracağımız mutasavvıf zat, ilk tahsilini doğum yeri Bosna’da, yüksek tahsilini İstanbul’da yapmıştır. Bursa, Mısır, Hicaz, Şam ve Konya’da seyr ü sülukunu tamamlamış, “Şârih-i Füsus” olarak meşhur olmuştur. Altmışa yakın eseri vardır. 1644’te Konya’da vefat etmiş ve vasiyeti üzerine Konevî’nin kabri yakınlarında defnedilmiştir. Bilindiği gibi Mevlana (öl.1273) Mesnevisini teamüllere uyarak Farsça kaleme almıştır. Hem yazıldığı dönemde hem de sonraki yüzyıllarda Farsça bilmeyenler tarafından yeterince anlaşılmadığı için eserin Türkçeye çok sayıda tercüme ve şerhi yapılmıştır. “Cezire-i Mesnevi” de Mevlevi büyüklerinden Yûsuf Sîneçak (öl.1546) adlı mutasavvıf bir zatın eseridir. Eser üç yüz altmış altı beyit olup Mevlana’nın Mesnevisinden yapılan antolojik bir seçkidir. Sineçak’ın eseri farklı zamanlarda farklı kişilerce şerh ve izah edilmiştir. Eseri Abdullah Bosnavi (öl.1644) ve İbrahim Cevri (öl.1654) manzum olarak, İlmî Dede (öl.1611), Abdülmecid Sivasi (öl.1639) ve Şeyh Galib (öl.1799) de mensur olarak şerh etmiştir. Bosnavi’nin şerhi toplam 8673 beyit olup, 1628’de tamamlanmıştır. Mevlana’nın Mesnevisi “bişnev-dinle” hitabıyla başlamaktadır. Dolayısıyla hem Sîneçâk hem de mesnevi şârihleri “dinleme” konusu üzerinde özellikle durmuşlardır. Bosnavî Hazretleri, anlayışsız dinleyiciler konusunun ele alındığı “der beyân-ı bî- derkî-i müstemiân” başlıklı sekiz beyitlik bölümü şerh etmekte ve dinleyicilerin vasıfları hakkında bilgi vermektedir. Şair, konuşmacı ve dinleyicide bulunması gereken vasıfları açıklamakta, söz ve sohbet adabını izah etmektedir. Çağlar üstü bir eser olan Mesnevi’yi günümüz insanının istifadesine sunma yollarını araştırmalı ve bulmalıyız. Bu bildiride “Mevlana’nın dinlemeye verdiği önem” konusu ele alınmakta ve buna “Şerh-i Cezîre-i Mesnevî” bağlamında Bosnavî’nin tasavvufi yorumları eklenmektedir. Bu yorumların modern çağda geçerliliği ve uygulanabilirliği konusu üzerinde durulmaktadır.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[International Burch University]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-17]]></dcterms:date>
    <dcterms:extent><![CDATA[2197]]></dcterms:extent>
    <dcterms:identifier><![CDATA[ISSN 2203-4548     ]]></dcterms:identifier>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/3282">
    <dcterms:title><![CDATA[About Speech Levels and Interaction between Their Units]]></dcterms:title>
    <dcterms:abstract><![CDATA[Article is devoted to an actual problem interaction – linguistics of the text and  speech. In article one of pressing questions of modern linguistics – a problem of levels of  speech and definion of units making it is analyzed. As levels of speech are investigated a  phrase (offers), the complex syntactic whole and paragrafh.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2009-06]]></dcterms:date>
    <dcterms:extent><![CDATA[437]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1192">
    <dcterms:title><![CDATA[ABOUT THE VARIABILITY OF FOREIGN LANGUAGE:  CRITICISM AND ALTERNATIVES]]></dcterms:title>
    <dcterms:abstract><![CDATA[The variability of foreign language teaching and policies within the nation state cause quantitive accumulation to turn into a qualitative explosion. We can say that, extremely dominant demands regarding foreign language teaching not only cause an” ideological language teaching” but also weaken intercultural education entirely.    In teaching a foreign language, if learners aren’t alienated from the target language, we can determine the start of language teaching. The variability of a foreign language is, in some ways, in accordance with one’s point of view of foreign language teaching and to base language teaching on only one aspect of a foreign language means breaking up the language into pieces. In this respect, as the piece destroys itself, it also destroys the whole. For instance; teaching grammar apart from a context or a lesson made without considering the effects of the native language are considered as parts of a whole.    Acquisition of semantic functionality of concepts is a combination of a person’s learning strategies and acquisition – using strategies with social and environmental factors. And turning this acquisition into speech act forms the fundamental philosophy of foreign language teaching. Thus, by considering language teaching as a whole, it is necessary to help students to acquire communication strategies using alternative approaches.   Criticism, alternative notions and applications are the dynamics of foreign language teaching and are two key concepts that can lead nations to success in foreign language teaching.    Keywords: Foreign Language Teaching and politics, Linguistical and cultural Factors, Variability of foreign language.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2014]]></dcterms:date>
    <dcterms:extent><![CDATA[3437]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1703">
    <dcterms:title><![CDATA[Absolute Poverty and Regional Disparities in Albania]]></dcterms:title>
    <dcterms:abstract><![CDATA[Albania lies in the southwestern part of the Balkan Peninsula. After 50 years of  dictatorial government of communist system, in the early 1991 it suffered  radical changes of political character which brought at the same time  substantial changes in economic and social development of our country.  Poverty and social exclusion as one of the important indicators of economic  development level of a region, become some interesting topics of study, in  purpose to provide alternative development and adapt strategies in purpose to  build specific policies towards mitigating this social phenomenon that lies and  developed in severe forms in some regions in Albania. Through analysis of  various indicators reflected in the graphical displays and maps, in this paper we  will study poverty in Albania, in its social and economic context.  According to the World Bank, definition of poverty is lack of income and  unemployment, hunger and malnutrition, ignorance and illiteracy, inability to  be sheltered, inability to access to public and social services. In this point of  view, poverty means exclusion, which will be studied through indicators that  values the opportunities that have the community to acquire essential social  and public services.  In addition, the study of social exclusion as a result of regional disparities is  especially important in the construction of local development plans in the  service of sustainable development for the entire region.  In this study poverty will be treated and will be examined on the basis of all  its indicators (economic and social) as well as in its relative and subjective  context.  At the end of this study will be given a summary of recommendations in the  function of mitigating this phenomenon with social impact, in service to  promote sustainable development in the country after a long period of  transition with fragile economic and social developments.  Keywords: Poverty, Political Transition, Unemployment, Social Exclusion,  Disparity Development, Malnutrition, Illiteracy Etc.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[International Burch University]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-10]]></dcterms:date>
    <dcterms:extent><![CDATA[1680]]></dcterms:extent>
    <dcterms:identifier><![CDATA[ISSN 2303-4564     ]]></dcterms:identifier>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/3381">
    <dcterms:title><![CDATA[Academic Writing in English: Approaches, Processes and Challenges in Higher Education]]></dcterms:title>
    <dcterms:abstract><![CDATA[Writing is pivotal and good language use is marked in higher education  throughout disciplines. Self-assumptions, others’ arguments, transformed knowledge, and  research results are primarily given in written documents including articles, theses,  dissertations and books. Though writing is often referred to as a skill or competence, it is  widely acknowledged that writing resides in much more than solely being able to  communicate what you already know. It rather stands as primary tool for thinking,  learning and knowledge construction. Based on the above considerations, the   present  study takes a qualitative case study approach to explore writing approaches and strategies  of nonnative graduate students’ writing academic texts and the difficulties that they  encounter in this process in English departments.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2009-06]]></dcterms:date>
    <dcterms:extent><![CDATA[333]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/469">
    <dcterms:title><![CDATA[Academic Writing Proficiency: The Role Of Academic Writing Instruction In EFL Preparatory Programs]]></dcterms:title>
    <dcterms:abstract><![CDATA[In studies of writing, linguistic proficiency has been assumed to play an important factor contributing to writing proficiency (Raimes, 1987; Bereiter&amp;Scardamalia, 1987; Hayes 1996). Additional factors such as “cognitive” processes (i.e. planning and reviewing) (Ellis, 2005), memory (McCutchen, 1996, Alamargot&amp;Chanquoi, 2001), and  the matter of the quality of writing  and lexical fluency (Van Gelderen&amp;Oostdam; 2002, 2004) and error correction  (Ferris &amp; Roberts, 2001; Ferris;1999, 2002, 2004) have been among the focus areas. This study examines whether instruction in a university preparatory EFL program increases the quality of writing. A typical criticism from university academic writing classes often argues that short preparatory programs do not produce able, coherent, and proficient writers as preparatory reading and writing programs face the dual challenge of integrated skills instruction as well as covering many of the conventions of academic writing.  In an effort to evaluate the effects of teaching academic writing within an EFL preparatory program, this research aims to compare the quality of writing within two groups of students, low level EFL students (pre-intermediate and intermediate levels) after a two-three semester program against students whose initial fluency was significantly higher at the time of university entry (direct-entry students with an IELTS 6.5 equivalency or higher). To this aim, four factors which are readability, lexical density, coherence and grammar complexity in 50 essays have been examined quantitatively. In this presentation, we aim to highlight implications of the findings for academic writing instruction at EFL university settings and for the broader context academic programs in EFL context.  Our findings indicate that EFL students graduating from the ELC score well below their direct-entry peers in a number of categories.    Keywords: linguistic proficiency, EFL program, instructions, integreted skills]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[International Burch University]]></dcterms:publisher>
    <dcterms:date><![CDATA[2015]]></dcterms:date>
    <dcterms:extent><![CDATA[2798]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1054">
    <dcterms:title><![CDATA[ACADEMIC WRITING PROFICIENCY: THE ROLE OF ACADEMIC WRITING INSTRUCTION IN EFL PREPARATORY PROGRAMS]]></dcterms:title>
    <dcterms:abstract><![CDATA[In studies of writing, linguistic proficiency has been assumed to play an important factor contributing to writing proficiency (Raimes, 1987; Bereiter &amp; Scardamalia, 1987; Hayes 1996). Additional factors such as “cognitive” processes (i.e. planning and reviewing) (Ellis, 2005), memory (McCutchen, 1996, Alamargot &amp; Chanquoi, 2001), and  the matter of the quality of writing  and lexical fluency (Van Gelderen &amp; Oostdam; 2002, 2004) and error correction  (Ferris &amp; Roberts, 2001; Ferris;1999, 2002, 2004) have been among the focus areas. This study examines whether instruction in a university preparatory EFL program increases the quality of writing. A typical criticism from university academic writing classes often argues that short preparatory programs do not produce able, coherent, and proficient writers as preparatory reading and writing programs face the dual challenge of integrated skills instruction as well as covering many of the conventions of academic writing.  In an effort to evaluate the effects of teaching academic writing within an EFL preparatory program, this research aims to compare the quality of writing within two groups of students, low level EFL students (pre-intermediate and intermediate levels) after a two-three semester program against students whose initial fluency was significantly higher at the time of university entry (direct-entry students with an IELTS 6.5 equivalency or higher). To this aim, four factors which are readability, lexical density, coherence and grammar complexity in 50 essays have been examined quantitatively. In this presentation, we aim to highlight implications of the findings for academic writing instruction at EFL university settings and for the broader context academic programs in EFL context.  Our findings indicate that EFL students graduating from the ELC score well below their direct-entry peers in a number of categories.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2014]]></dcterms:date>
    <dcterms:extent><![CDATA[3530]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/918">
    <dcterms:title><![CDATA[ACCEPTED OR TRADITIONAL CONCEPTIONS OF  NATIONAL BELONGING]]></dcterms:title>
    <dcterms:abstract><![CDATA[Britain is like other multicultural countries such as USA, Canada, France, Malaysia, etc. one of the  multicultural countries in the world. Britain’s overall ethnic population is nearly %10 percent and from that  percentage British Asians constitute approximately %6 percent of the total population. British Asian  community in Britan is mainly Indian, Pakistani, Bangladeshi, Arab and Sri Lankan. Generations of British  Asian people have been living in Britain for decades and trying to restore the balance as identity issues have  become a matter of debate.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2014]]></dcterms:date>
    <dcterms:extent><![CDATA[3424]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1130">
    <dcterms:title><![CDATA[ACCIDENTAL LESSONS: TEACHING LANGUAGE SKILLS AND COLLABORATION BY TEACHING DEBATE]]></dcterms:title>
    <dcterms:abstract><![CDATA[From January 2013 to May 2013, I developed and presented a series of workshops on effective policy debate for young Albanian political leaders. These U.S Embassy- sponsored workshops consisted of over forty-two hours of graduate level instruction over a six-week period and culminated with three nationally televised debates. In this paper, I describe the progression of the instruction during these workshops and participants’ evolving relationships with each other and with the English language.    I argue that by using a variety of pedagogical approaches including group work, video modeling, self critiques and peer critiques, participants learned far more than how to be effective policy debaters. Informal discussions with participants outside the classroom suggest many became more comfortable expressing themselves not only in English but also in their native Albanian. Moreover, when the workshops began participants often exhibited hostile behaviors and verbal aggression toward their political opponents, but by the end of the six weeks of training many had become friends despite their political differences. Building on lessons learned from this experience, I offer a model for teachers of second languages to use that includes teaching advanced language learners the basic principles of policy debate as a way to improve their written and oral language skills and their collaborative skills.   Keywords: Policy debate training; second language acquisition, collaborative skills]]></dcterms:abstract>
    <dcterms:date><![CDATA[2014]]></dcterms:date>
    <dcterms:extent><![CDATA[3385]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1670">
    <dcterms:title><![CDATA[According to Baktashi References the Mutual  Perceptions between Muslim Peoples and other Balkan  Peoples in Europe]]></dcterms:title>
    <dcterms:abstract><![CDATA[Analysis of miscellaneous booklets such as “Vucûd-nâme”, “Ahid-nâme”,  “Risâla Âyin-i Cem” which were written in the special Baktashi literature  called “Erkannâma” should make a significant contribution to studies on  Baktashiyya in Balkans. Baktashiyya tradition is important in the regulation  of social and political life in Bosnia, Albania, Kosova and Balkans.  A variety of manuscripts, which are a type of such booklets in the  Erkannâmas like “Vücûd-namas” are religious and mystical texts in which  earthly elements were correlated to parts of human body and various  religious and sufistic conceptions implied on these together with letters. In  this study we tried to define how social and political elements reflected on  Bektashi References by analyzing Baktashi booklets.  Baktashi Erkannamas, which were recorded by Balım Sultan who was the  head of Baktashi order in Dimatoca in the Balkans, are still being read and  practiced in this geography. This paper investigates the mutual perceptions  between Muslim peoples and other Balkan peoples in Europe. As well as  traditions, which is an important social bond between the Balkan  communities and one of the problems in the production of social policy has  been the center of cultural differences. These issues will be evaluated in  terms of socio- political and relations between Balkan peoples and  Bektashi communities belonging to the tradition of Bektashi. We will be  evaluated historical, social, economic results of sosyo- politic attitudes in  this presentation.  Keywords: Balkans, Mystical, Social Life, Baktashi, Culture, Organisation.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[International Burch University]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-10]]></dcterms:date>
    <dcterms:extent><![CDATA[1580]]></dcterms:extent>
    <dcterms:identifier><![CDATA[ISSN 978-9958-834-23-3     ]]></dcterms:identifier>
</rdf:Description></rdf:RDF>